This qualitative case study used Wenger's (1998) communities of practice (CoP) framework to analyze how the ongoing electronic learning community (eLC) process at an established state virtual high school (SVHS) supported online teachers in building relationships with online students. Lave and Wenger's (1991) concept of legitimate peripheral participation (LPP), which describes the participation of new CoP members as they move toward full membership, was used to examine the participation and perspective of new eLC members at SVHS. Elements of LPP were evident in case study data, particularly in the way the eLC process granted new members access to resources and to the practice of other members. Other elements of LPP were less visible in the eLC process, such as becoming and conferring legitimacy. Findings from this study suggest that online instructors should be given opportunities to build community and develop relationships with one another through repeated, ongoing collaboration. To overcome barriers due to separations in distance and time, community-building must be an intentional component of the eLC process. The eLC process provided teachers with opportunities to improve teaching in order to increase support for student learning.